Being a Successful
Lab Instructor
Resource Packet
Engineering IA Teaching Orientation
Table of Contents
Developing a Lesson Plan…………………………………………………………. 5-6
Pre-Lab Introduction……………………………………………………………….. 7-8
KWL Checklist……………………………………………………………………….. 9-11
Teaching Debugging…………………………………………………………….. 12-13
Working with Groups…………………………………………………………... 14-15
Bloom’s Taxonomy………………………………………………………………. 16-17
Developing a Lesson Plan for Labs
Using your lab materials, create a ten-minute pre-lab overview that you could present to
students. To prepare you to present a lesson, answer the following questions. For more
information on how to create a lesson plan, review the Guidebook for University of Michigan
Graduate Student Instructors.
1. Determine your learning goals for the lesson–What are the most important concepts,
ideas, or skills you want students to be able to grasp and apply? Why are these goals
important?
2. Develop an overview presentation—It should contain an introduction, the main points
or the body, and a conclusion.–What background information do the students need to
know? What examples would help them understand this information the best? Will you
need to demonstrate any of the equipment or software features to aid in their
understanding?
5
3. Check for student understanding by designing the questions you will ask during the
lecture/overview and while you are supervising student work—What are some specific
questions you can ask your students? What higher order questions might you ask
students using Blooms Taxonomy as a guide? Write down precisely how you can state
these questions, and then paraphrase them, so that you are prepared with more than
one way to ask the questions. Try to predict the answers your questions may generate.
4. Develop a summary—At the end of the lab, what are the main points that you want to
summarize for students? How might you make stronger connections between the data
they collected and the data analysis they will need to do for their lab report? How does
the lab relate to material that will be presented in subsequent classes/labs?
6
Teaching Guide for GSIs - Facilitating Laboratory Sections - The Pre-Lab
http://gsi.berkeley.edu/teachingguide/labs/prelab-intro.html
Teaching Guide for Graduate Student Instructors
GSI Teaching & Resource Center
Facilitating Labs
The Pre-Lab Introduction
Consider the following five elements in constructing an effective pre-lab introduction.
1. Concepts
 Begin the pre-lab introduction by going over related concepts from lecture.
Assigning a pre-lab quiz can often address these concepts and be a great jumping-off
point for the introduction.
 Discuss with students how concepts discussed in lecture relate to the lab exercise at
hand. Use class discussion or small group work to help your students make links
between theories or principles and lab practice.
 Help students make connections between the concepts addressed in the lecture
portion of the class and their applications in the lab exercise. As the students begin
the experiments or procedures, guide them through the principles and concepts
being illustrated through the lab. Students should never leave the lab not
understanding the point(s) of the lab.
In some upper-division courses, advanced students may be asked to design and carry out
their own experiments. In these situations, students should have the conceptual expertise
needed to design experiments that test hypotheses directly related to the scientific theories
or ideas in question.
2. Experiment/Procedure
Outline what the students should do during lab:
 Briefly go over the lab procedure with students before the lab begins. This helps
students focus on the tasks and goals associated with the lab exercise.
 Mention what they need to observe, draw, record, or note. Put overviews or lists of
tasks on the board to help students navigate their lab exercises. Be mindful that the
lab experience should be a discovery process and should not feel like following a
cookbook recipe.
 List what the students must hand in after the lab period.
Discuss the scientific method (at least once during the semester) to help guide students
through the lab experiments. This is especially important if students are designing the
experiments themselves.
3. Data Analysis and Interpretation
 Review or provide examples of relevant data analysis with the students to help them
compile their lab reports.
7
Teaching Guide for GSIs - Facilitating Laboratory Sections - The Pre-Lab

http://gsi.berkeley.edu/teachingguide/labs/prelab-intro.html
Allow students to work on sample data sets in groups or with lab partners. The prelab assignment can be helpful here (e.g., see a sample pre-lab assignment): give
students sample data to analyze and interpret at home, and incorporate it into your
pre-lab introduction.
4. Equipment and Safety Considerations
 It is your responsibility to make sure that students are prepared to conduct the lab
in a safe manner.
 Give a short lecture or demonstration on lab safety and chemical and waste disposal.
You should receive this information from the course coordinator.
 Introduce and/or demonstrate any unfamiliar equipment or materials, noting any
possible safety concerns in using them.
5. General Tips
 Choose an effective format for your lab sessions, and use it if applicable each week.
Students will know what to expect every week in lab and can turn their attention to
the concepts and procedures involved in each lab exercise. Using a consistent format
also makes it easier for you to organize and plan the pre-lab part of the lab section.
 Think about time considerations: One of the most important and difficult aspects of
the pre-lab introduction is its length. How much time will you spend introducing the
material before students begin the lab? The amount of time spent on a pre-lab
introduction will vary depending on the material being presented, so try to judge
this accordingly.
 Be aware that students tend to get frustrated and anxious to begin the lab if the prelab introduction is too long. Striving for an effective presentation while being brief is
a sound (and challenging) goal for a pre-lab introduction.
 Use discussion and interaction as part of the lab introduction: Lecture is not the only
format for introducing lab material. Often, working in small groups or having a class
discussion is more effective in challenging your students to think about the lab.
Students often learn as well or better from each other than they do from the
instructor alone.
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8
Experimental Lab K-W-L Checklist
(Know it, Want to Know it, Learned it)
Class Checklist Do: BEFORE Classes Begin
If the following information has not been made available to you, contact the instructor or supervisor to find out
about:
Know
Want to
Know
Know
Want to
Know
Responsibilities
Find out who is responsible for:
___ insuring that equipment is operating correctly
___ repairing and/or replacing damaged equipment
___ ordering lab supplies
___ paying for repairs or replacements
Know
Want to
Know
Information Needed
Administrative Details
___ Drop/Add policy and class size limit
___ When and where the labs meet
___ What help is provided? (graders, lab technicians, etc.)
___ How to obtain:
 Supplies for each experiment
 Supplies for general needs (pens, paper, etc.)
 Photocopies and who pays for them
Learned
Learned
Learned
___ Class list (via CTools or other means)
___ Grade book (via CTools or other means)
___ Course syllabus
___ Copy of the lab book (should be free) and experiments
___ Complete list of experiments, the instructions for each and the lab schedule.
Know
Want to
Know
Expectations and Class Policies
Learned
___ What is expected of you by the instructor?
___ The goals of the labs and what is expected of you
 How much interaction between you and the students does your
supervisor want?
 Should you ask probing questions while the students are collecting data?
 When should you answer students' questions and when should you
encourage them to think through the answers themselves?
___ Attendance and make-up policies
Know
Want to
Know
Grading Labs/Assignments
Learned
___ What is expected in lab reports/Assignments
___ How grades are determined (Rubrics/metrics for grading labs)
___ Late policies
___ Plagiarism policies
9
Experimental Lab K-W-L Checklist
(Know it, Want to Know it, Learned it)
Laboratory Facilities Checklist Do: BEFORE Classes Begin
Be sure to visit the site and meet the necessary people.
Know
Want to
know
FACILITIES
Learned
___ Locate and check the lab where you will be teaching
___ Locate the first-aid kit
___ Obtain the key(s) needed for your lab room(s) and any outer doors
___ Locate where all of the necessary equipment is stored
___ Meet the lab technician and find out where he/she can be found, especially
before, during, and after lab
___ Find out the responsibilities of the lab technician/find out any advice they
have for you
Know
Want to
know
SAFETY
Learned
___ Scout out the location and availability of all safety equipment in the lab.
___ If any safety equipment is missing or in disrepair, make sure there is a
replacement.
___ You may wish to ask for rubber gloves, a CPR mask and a first aid kit for
your lab.
___ Attend any department-sponsored safety seminars.
___ Determine hazards contained in your lab (electrical, mechanical and other
equipment, materials, radioactivity). Know how to safely handle and dispose
of hazardous material.
___ Think about your response to a crisis.
___ Determine department policy for handling injuries.
___ Learn how to operate the fire extinguisher in your lab.
___ Learn departmental policy on goggles, lab coats, food and drinks.
___ Determine the University's regulations and the role that safety offices such
as OSEH might play.
10
Experimental Lab K-W-L Checklist
(Know it, Want to Know it, Learned it)
Lab Contact List Do: Complete BEFORE Classes Begin
Be sure to check that all names and numbers are correct if you inherit this list from someone else.
Class Lecture Location/Time: _______________________________________________
Your Lab Location/Time: __________________________________________________
Your Office Hours: _______________________________________________________
COURSE CONTACTS
Instructor : _____________________________ Office Number: ___________________
Phone Number: _____________________ Email: ______________________________
Office Hours: ____________________________________________________________
GSI 1: _____________________________ Office Number: _______________________
Phone Number: _____________________ Email: ______________________________
Office Hours: ____________________________________________________________
GSI 1: _____________________________ Office Number: _______________________
Phone Number: _____________________ Email: ______________________________
Office Hours: ____________________________________________________________
CONTACTS FOR EQUIPMENT/SUPPLIES
Contact1/Role (During Lab Hours): __________________________________________
Phone Number: _____________________________ Room Number: _______________
Contact 2 / Role: _________________________________________________________
Phone Number: _____________________________ Room Number: ________________
Contact 3 / Role: _________________________________________________________
Phone Number: _____________________________ Room Number: ________________
11
Debugging Policies and Procedures Checklist
Teaching Debugging
BEFORE Assigning Programming Projects:


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

Debugging Tools. Determine which debugging software/tools may be useful and conduct a
short tutorial for the students. Example tools include:
Print Statements
 Basic data types
 Compound data types
 Use of conditionals to print portions of a data structure
Assertions
 Use of assertions in programming language chosen
 When they should be used
Programming Internals
 Stepping (into/over functions)
 Breakpoints
 Data values
General Debugging Guidelines. Provide your students with “Debugging Tips” page as well
as any other debugging guidelines appropriate for your class.
API. Make sure students know how to look up and use the API. Also encourage students to
document and write API for their functions.
Unit Testing. Encourage students to conduct unit testing for each function/module.
Policies for Debugging Questions. Determine your policies for what types of debugging
questions are appropriate. See “DURING Computer Labs” below. Make sure students are
aware of your policies.
Helpful Tools
The following tools may be useful for debugging depending on the environment and programming
language used.
 GDB - (http://www.gnu.org/software/gdb/) For C, C++, Pascal, and many others on UNIX
and some Windows variants
 DDD - Data Display Debugger (http://www.gnu.org/software/ddd/) Graphical front-end
for GDB, DBX, WDB, Ladebug, and many others.
 Valgrind (http://valgrind.org/) Good for memory management and threading.
Common Segmentation Fault Errors
 Null pointers
 Data not initialized
 Array/vector index out of range
 Some errors are fixed by compiling with “make all” instead of “make”. Try deleting *.o
before compiling again.
12
Debugging Policies and Procedures Checklist
Group Work Policy
DURING Computer Labs
 Help Policy. Determine your policy for answering debugging questions. One possible
policy is to require students to complete/attempt General Debugging Steps 1-3 BEFORE
they ask for help. This encourages students to debug before asking for help.
 Queue Policy. Determine your policy for the order in which you answer questions. One
possible policy is to assign numbers to students who have questions or ask them to write
their name in a queue on the white board. This lets students continue to debug/work while
you are helping others as opposed to students standing in line.
 Collaboration. Determine if students are allowed to collaborate during lab and help each
other debug. If collaboration is allowed, encourage students to help each other.
TIP: Encourage students to think about why and when the problem occurs. Have them explain to you
on paper what happens to the input and the variables as they walk through the program. Ask them if
the program actually does what they say it does. If not, when does it veer off. Help guide students
through debugging.
Debugging Tips
General Debugging Steps
(Adapted from http://www.ibm.com/developerworks/web/library/wa-debug.html)
1. Reproduce it. Make sure you can reproduce the error before you start debugging.
2. Reduce input. Determine the smallest input that causes the error. The smaller the input,
the easier it will be to find the error.
3. Isolate problem code. Isolate the portion of your code causing the error. You can do this
by tracing the data’s flow through your program. At the start of each function, do the
variables contain the values you expect? Do the functions return what you expect? Isolating
the function or lines of code causing the error will help you find the solution.
4. Experiment. Hypothesize a potential cause for the bug. Then test to see if your hypothesis
is correct by changing the input or code to either rule out the hypothesis or confirm it.
5. Experience. Think if you have had this type of error before and what the solution is. Do an
online search or talk to others. Sometimes, explaining the problem will help you discover
the problem.
6. Never Give Up.
13
Working with Groups
Working with Groups: Strategies for Managing Conflict1
You will have to monitor the group dynamics of the teams in order to ensure a fair and productive
learning environment in the lab. Some lab groups do not work efficiently because of internal
conflicts or problems with group dynamics. Often the reason is a difference in work style. Some
students may be highly self-motivated to complete each detail of the lab and will focus intently on
that task. Others may be either more passive or leisurely about completing lab tasks on time. When
students with different work styles are placed in the same lab group, the more self-motivated
students will tend to set the pace, lead the task, and do more of the work. This unequal participation
and differences in work style can cause group conflict.
GSI TIP: Do not ignore group issues.
Experienced GSIs noted that dealing with
group dynamics was one of the biggest
sources of stress in their teaching. The GSIs
noted it was better to deal with group issues
at the onset when issues were just beginning,
rather than to ignore the issue until it became
a larger and more difficult problem.
Conflict Scenarios
Below are four common problems when working with laboratory teams and some suggestions for
resolving the issues:

Unequal work effort on a team. It is important that all members of a lab group contribute
equally, and participate actively in the experiment. If you find that one partner is “hogging” the
equipment, you should ask him or her to share responsibility. A subtle way to do this is to ask
the partners to switch seats. You might find that one member is not pulling his or her weight.
Ask the team to assign each person different roles. If this doesn't work, address the issue
directly. You should watch closely for this kind of behavior when students are working in
groups of three.

Slow paced team: Some lab groups work more slowly than others. If a group is lagging behind
because all team members are coming to lab not prepared, address the issue with the students
and consider a participation grade penalty. If a group makes a mistake and must redo part of
the experiment, help them to work more efficiently. If the group understands their mistake and
time is running out, consider having them obtain data from another group so they can complete
the analysis. Have the slow group explain their error and how to correct it. Most laboratory
activities have been timed to allow students to finish on time, so it is inappropriate for students
finish late or make up the lab. Make sure that you as the GSI do not cause them to delay because
of a lengthy pre-laboratory lecture.

Team members not getting along. If a lab group is not getting along, identify the root of the
problem: is one student prepared and the other not? Is there a personality conflict? After
identifying the cause, discuss the issue with them maturely and quickly; if no resolution is likely
1
Portions of this section adapted from Allen, O’Connell, Percha, Erickson, Nord, Harper, Bialek, Nam, 2009
14
Working with Groups
within the class period, remind them that it is their responsibility to complete the experiments
in a timely manner and do your best to help them finish the day's work. If the issues persist
beyond one to two laboratory periods despite your intervention, then explore changing the
grouping. (Be sure to discuss the change with the other group involved before making the
change.) You may have to pay more attention during this particular class to help the students
complete the day's work, to communicate, and to prevent them from distracting other groups.

Plagiarism between team members. Discussion between group member and across groups
about physical principles is an important part of learning in the lab and is encouraged.
However, sharing of answers or direct use of someone else’s results is not in the spirit of ethical
collaboration. It is up to the GSI to be clear about course policies on plagiarism, and to be
vigilant enough in the classroom to help students recognize and understand what is considered
cheating. If an incident of data or result plagiarism occurs, remind the students that it is not
allowed and describe to them the course policy penalty. It is always a good idea to report issues
of plagiarism to your GSM or the course instructor including documentation on the date, the
details of the incident, and the outcomes of the incident.
15
Sample Questions for Bloom’s Taxonomy
Bloom’s
Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Sample Question Stems
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What is …?
How would you explain …?
How would you describe …?
Can you recall …?
How would you show …?
Can you describe in your own words …?
What do you think could happen next …?
What was the main idea …?
Can you distinguish between …?
What differences exist between …?
How would you use …?
What examples can you find to …?
What factors would you change if …?
Would this information be useful if you had a …?
How would you apply what you learned to develop …?
Why did … changes occur?
How is … similar to ….?
Can you distinguish between …?
Why do you think …?
What is the relationship between?
Is there a better solution to …?
What changes to … would you recommend?
How effective are …?
What do you think about …?
How could you determine …?
What would happen if …?
Suppose you could … what would you do …?
How would you estimate the results for …?
How would you test …?
What could be done to minimize (maximize)?
Sample questions adapted from the following websites:
http://www.cccs.edu/Docs/Foundation/SUN/QUESTIONS%20FOR%20THE%20REVISED%20BLOOM.doc
http://www.teachers.ash.org.au/researchskills/dalton.htm
16
Sample Verbs for Bloom’s Taxonomy
Remember Understand
Apply
Analyze
Evaluate
Create
Arrange
Associate
Calculate
Break
down
Appraise
Assemble
Define
Classify
Construct
Combine
Argue
Build
Describe
Compare
Demonstrate
Compare
Assess
Compose
Duplicate
Contrast
Develop
Contrast
Check
Construct
Identify
Describe
Employ
Debate
Conclude
Design
Label
Differentiate
Estimate
Diagram
Critique
Formulate
List
Discuss
Examine
Examine
Detect
Generate
Locate
Exemplify
Execute
Experiment
Judge
Integrate
Name
Explain
Formulate
Extrapolate
Justify
Produce
Recall
Infer
Implement
Formulate
Monitor
Propose
Recite
Interpret
Modify
Illustrate
Rank
Rearrange
Recognize
Paraphrase
Sketch
Organize
Rate
Set up
Reproduce
Restate
Solve
Predict
Select
Summarize
Use
Question
State
Translate
Recommend Transform
Select
Test
Weigh
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., Norman, M. (2010) How Learning Works. San Francisco: Jossey Bass.
17
Being a Successful Lab Instructor
Characteristics of an Effective Laboratory Section
Think about the features of an effective lab section and write down your responses below.

What does the instructor do?

What are the students doing?

How is the class organized?
Engineering GSI/IA Teaching Orientations
CRLT-Engin
Being a Successful Lab Instructor
Case Study #2: Unprepared Students
As the instructor for a circuits lab, Kelly notices a concerning trend with her students. During
her overview of concepts, some students do not seem to be paying much attention to her initial
presentation. Rather than asking questions about the underlying concepts that they will need
to know to complete the laboratory exercises, students are asking questions about how to start
the exercises. Moreover, when Kelly walks around to check on student groups while they are
working, it seems as though some teams are spending too much time flipping through their
notes looking for answers or discussing course concepts that are outside the scope of the lab
assignment. Kelly is concerned that they didn’t read their textbook or review the lab protocol
prior to coming to the class. While some teams seem to be working fine, there are quite a few
that tend to finish late and have poor results.

What are the issues in this case?

What can the instructor do to improve this situation? Generate several possible
suggestions.
Engineering GSI/IA Teaching Orientations
CRLT-Engin
Being a Successful Lab Instructor
Case Study #1: Unexpected Student Questions
Juan is a graduate student teaching a computational laboratory. He is very familiar with the
fundamental concepts and has applied these principles to computational modules in his own
research. Since he knows the material well, Juan thought that it would be very easy for him to
teach the lab and decides to jot down a few notes an hour before the class.
At the start of the lab, Juan takes about 10 minutes to explain the theory to the students. While
he is lecturing, some students have confused looks on their faces, but they didn’t ask him any
questions. So, Juan continued lecturing for another 10 minutes before letting them start their
own work. While they are working on the lab, Juan grades other assignments from the previous
week. Occasionally students raise their hands or come to his desk to ask him a question about
the lab assignment. For instance, one student asked him a question that Juan felt was a rather
basic concept. Since he had just covered the topic in his earlier presentation, Juan did not
answer his question directly, but referred the student to a section in the textbook. Later
another student asks Juan a question that is similar to the first students’ question. Juan is
surprised by the concepts that are confusing to students and at times Juan feels a bit
overwhelmed with the amount and variety of student questions. He wonders if there’s anything
that he should do differently to improve his teaching within the lab course.

What are the issues in this case?

What can the instructor do to improve this situation? Generate several possible
suggestions.
Engineering GSI/IA Teaching Orientations
CRLT-Engin
Being a Successful Lab Instructor
Sample Questions for Bloom’s Taxonomy
Bloom’s
Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Sample Question Stems












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What is …?
How would you explain …?
How would you describe …?
Can you recall …?
How would you show …?
Can you describe in your own words …?
What do you think could happen next …?
What was the main idea …?
Can you distinguish between …?
What differences exist between …?
How would you use …?
What examples can you find to …?
What factors would you change if …?
Would this information be useful if you had a …?
How would you apply what you learned to develop …?
Why did … changes occur?
How is … similar to ….?
Can you distinguish between …?
Why do you think …?
What is the relationship between?
Is there a better solution to …?
What changes to … would you recommend?
How effective are …?
What do you think about …?
How could you determine …?
What would happen if …?
Suppose you could … what would you do …?
How would you estimate the results for …?
How would you test …?
What could be done to minimize (maximize)?
Sample questions adapted from the following websites:
http://www.cccs.edu/Docs/Foundation/SUN/QUESTIONS%20FOR%20THE%20REVISED%20BLOOM.doc
http://www.teachers.ash.org.au/researchskills/dalton.htm
Engineering GSI/IA Teaching Orientation
CRLT-Engin
Being a Successful Lab Instructor
Sample Verbs for Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
Arrange
Associate
Calculate
Break down
Appraise
Assemble
Define
Classify
Construct
Combine
Argue
Build
Describe
Compare
Demonstrate
Compare
Assess
Compose
Duplicate
Contrast
Develop
Contrast
Check
Construct
Identify
Describe
Employ
Debate
Conclude
Design
Label
Differentiate
Estimate
Diagram
Critique
Formulate
List
Discuss
Examine
Examine
Detect
Generate
Locate
Exemplify
Execute
Experiment
Judge
Integrate
Name
Explain
Formulate
Extrapolate
Justify
Produce
Recall
Infer
Implement
Formulate
Monitor
Propose
Recite
Interpret
Modify
Illustrate
Rank
Rearrange
Recognize
Paraphrase
Sketch
Organize
Rate
Set up
Reproduce
Restate
Solve
Predict
Recommend
Transform
Select
Summarize
Use
Question
Select
State
Translate
Test
Weigh
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., Norman, M. (2010) How Learning Works. San Francisco: Jossey Bass.
Engineering GSI/IA Teaching Orientation
CRLT-Engin
CRLT‐Engin, University of Michigan
Goals for the Session
Being a Successful Lab Instructor
You will be able to:
■ Identify principles to effectively prepare for laboratory sessions
■ Apply these principles using interactive discussions and case Engineering GSI/IA Teaching Orientations
January 2012
studies
■ Formulate thought‐provoking questioning techniques
■ Identify resources to support lab instructors
What makes teaching a lab unique?
It incorporates
What makes teaching a lab unique?
It incorporates

lecturing 
lecturing 
organizing group work  See GSI guidebook, Pg. 14‐15

organizing group work 

leading hands‐on learning
leading hands‐on learning 
leading hands‐on learning  Teaching Problem Solving, leading hands‐on learning Teaching Problem Solving
Concurrent Session B
asking meaningful questions 
asking meaningful questions 
evaluating student work 
evaluating student work  Grading Issues, Concurrent Session B
http://gsi.berkeley.edu/teachingguide/labs/index.html
Characteristics of Effective Labs
■ Think about the features of an effective lab. Write down your answers on the yellow handout.



What does the instructor do?
What are the students doing?
How is the class organized?
In this session
• Lecturing
• Lesson planning • Pre‐lab Info
• Asking meaningful Q’s
A ki
i f l Q’
• Will see examples
• Draft examples
http://gsi.berkeley.edu/teachingguide/labs/index.html
Case Study Analysis
In groups of 3, read the case study and answer the following questions:
■ What are the issues in this case?
■ What can the instructor do to improve this situation? p
gg
Generate several possible suggestions.
■ Pair with a partner and share your knowledge. Record additional ideas on your handout.
■ Share your ideas back with the class. Record additional ideas on your handout.
tpinder@umich.edu
Be prepared to share your responses with the group.
1
CRLT‐Engin, University of Michigan
Case Study #1: Unexpected student questions
Case Study #2: Unprepared Students
Juan is a graduate student teaching a computational
laboratory. He is very familiar with the fundamental
concepts and has applied these principles to
computational modules in his own research. Since he
knows the material well, Juan thought that it would be
very easy for
f him
hi tto teach
t
h the
th lab
l b and
dd
decides
id tto jjott
down a few notes an hour before the class.
As the instructor for a circuits lab, Kelly notices a
concerning trend with her students. During her overview
of concepts, students do not seem to be paying much
attention to her initial presentation. Rather than asking
questions about the underlying concepts that they will
need
d tto know
k
to
t complete
l t the
th laboratory
l b t
exercises,
i
students are asking questions about how to start the
exercises or even how to set up the software on their
computers.
(See supplementary handout for the entire case study.)
(See supplementary handout for the entire case study.)
General Principles for Labs
What does the instructor do before the lab? • Assigned activity in the lab manual
• Familiarize yourself with theory, concepts and terms
• Develop supplementary materials (handouts, guided questions)
Read
General Principles for Labs
What does the instructor do during the lab? ■ Begin on time
■ Give a brief introduction to the lab
■ Briefly summarize results from previous lab
■ Demonstrate difficult techniques/procedures
• Familiarize yourself with the equipment and/or software
• Ask past GSIs/IAs/teachers about problems or limitations of equipment/software
Know
Perform
•
•
•
•
Carry out the exercise/analysis at least a week before the class session
Identify potential student problems
Make a list of anticipated student questions and answers
Think about the timing of each task in the exercise
Adapted from “Instruction at FSU The Florida State University Academic & Professional Program
Services A guide to teaching and learning practices “
■ Describe data analysis/interpretation
Describe data analysis/interpretation
■ Interact with students
 Walk around the room and make yourself available to students
 Ask students questions based on your list of anticipated student questions & your response
 Inform the entire class when there is a reoccurring problem or misconception
Adapted from Instruction at FSU The Florida State University Academic & Professional Program
Services A guide to teaching and learning practices
K‐W‐L Checklists
Know it, Want to Know it, Learned it
Strategies for Ensuring Student Preparation
■ Require pre‐lab write ups
■
KWL is a good way to start discussions to find out student needs
■ Assign advance readings

■ Give short quizzes

■ Discuss key laboratory procedures

■ Create K‐W‐L Checklists
■ Pose Questions
■
Ask students to enter class having listed what they know and want to know for the assignment/lab
Start class with a survey of what needs to be addressed from this KWL list
Review the “Learned it” ideas at the end of class
How might you use this approach in your lab? (See sample KWL checklist)
Adapted from Instruction at FSU The Florida State University Academic & Professional Program Services A guide to teaching and learning practices
tpinder@umich.edu
2
CRLT‐Engin, University of Michigan
To ask questions: Use Bloom’s Taxonomy
What questions can you pose to students?
Higher order thinking skills
Create
• What would happen if..?
• If you could.. what would you?
• How would you estimate...?
Create
• Is there a better solution to..?
• What changes do you think..?
• How could you determine..?
Evaluate
Evaluate
Analyze
Analyze
Apply
Apply
Understand
Understand
Remember
Remember
Lower order thinking skills
Develop checking questions
■ Think about a lab assignment for a class you will teach
■ Using Bloom’s Taxonomy, brainstorm as many checking questions as possible
checking questions as possible
■ In pairs, how might you adapt these questions when working with student teams?
Be prepared share your responses with a partner
• Why did... changes occur?
• How is... similar to..?
How is... similar to..?
• Why do you think...?
• How would you use..?
• What examples can you find to ..?
• What factors would you change if..?
• Can you describe in your own words..?
• What do you think could happen next..?
• What was the main idea..?
• What is..?
• How would you explain..?
• How would you describe..?
Summary
Instructor preparation
Student preparation
In the lab
Read
Pre‐labs
Pre
labs
Demonstration
Know K‐W‐L checklists
Description
Perform
Ask questions (Bloom’s Taxonomy)
Interaction
Resources
■ “Leading a Lab Section” Resource Packet
■ GSI Guidebook (Part Six: Leading Laboratory Sections )
http://www.crlt.umich.edu/gsis/gsi_guide.php
 Laboratory Safety
 Strategies for Managing Discussions with Groups in the Laboratory Class
Strategies for Managing Discussions with Groups in the Laboratory Class
 Grading Laboratory Reports (with sample rubrics)
Additional Information
■ Concurrent Session B
 Grading Issues (lab reports)
 Teaching Problem Session ■ Engineering Teaching Consultants
http://www.engin.umich.edu/teaching/crltengin/gsi_serv/etcwebrequest.html
tpinder@umich.edu
3
CRLT‐Engin, University of Michigan
General Principles for Labs
What does the instructor do before the lab
■ Prepare a short overview of the lab
Solving Problems in Labs
■ When solving problems, have the problem solving process unfold to reveal solution.
Outline learning objectives ■ You need to:

Plan to check for understanding
Develop the introduction

Provide students with opportunities to figure out what to do next at several key points during a problem
several key points during a problem.
Support effort but acknowledge mistakes to support learning
■ Students need to:

Struggle, persist, struggle some more!
Plan the main body of the lesson
http://www.crlt.umich.edu/gsis/P2_5.php
Managing Groups
■ Desired students skills:
 Leadership.
 Time management.
 Communication.
 Problem solving.
■ Effective skill development of teamwork:
 Individual accountability.
 Interpersonal skills.
 Self‐assessment of personal and team functioning.
(Woods, Felder, Rugarcia,
Rugarcia, Stice,
Stice, 2000)
tpinder@umich.edu
4